Does not use partitioning to find double twelve or double thirty-five

Transcription

1 Does not use to find twelve or thirty-five Opportunity for: developing mental images Number cards 0 9 (Resource sheet 1) Doubling cards (Resource sheet 33) Counters/interlocking cubes Additional + cards (Resource sheet 8) Base 10 apparatus Place value cards (arrow) cards Time minutes Explain to the child that this activity is going to help them to learn more about doubling and how to use to help with doubling. Ask the child to small numbers below five. Record the s that they recall, for use later. Can you eight How did you do it Double 1 = 2 Double 2 = 4 Key vocabulary If the child uses strategy, repeat for other numbers below ten, then move on. If the child does not use, but counts on from eight, explain that you are going to work on learning other ways of doubling numbers so that the child does not always need to count on to work out a. Provide counters or interlocking cubes and ask the child to show you all the different ways in which they can make eight. Ask the child to find all the possible ways of adding two numbers to make eight and lay them out on the table: 4b Y2 / Wave 3 mathematics multiplication and division Tracking back to Year 2 Then ask the child to match digit cards to each set: 8 + 0, 7 + 1, 6 + 2, 5 + 3, Explain that you are going to work together, using these facts to eight. Crown copyright 2005 Primary National Strategy I 1

2 4b Y2 / Show eight with eight counters partnered by another eight: Use this layout of counters to illustrate how eight is equal to, say, five plus three. You know that four and four eight. How could you use this number fact to help you find eight Ask the child to illustrate their calculation as four and four again, using the counters to show their thinking. Repeat this activity using other partitions of eight to find eight. Which was the easiest number fact for you to use in to find eight Why was this easiest Use the child s answers to these questions to reinforce that they can choose any way of the number they have to, using number facts that they know. Repeat the activity with numbers between five and ten, other than eight. If the child needs reinforcement of doubling numbers below ten using, repeat the activity above for a range of numbers between three and ten. Ensure that the child has the opportunity to comment on the fact that the different s of an individual number all yield the same. Spotlights 1 and 2 provide further contexts for doubling numbers up to ten using. What is ten What is two Can you tell me what twelve is If the child is able to make use of this to twelve, ask them to choose another number between ten and twenty and use counters/cubes, or a diagram which they create, to show how they partition to calculate their chosen number. If the child has difficulty working out twelve, use interlocking cubes or Base 10 apparatus to partition teen numbers into ten and ones. Use place value cards to label each group. For each number, ask the child to make the pattern twice, so that they have a visual picture of the s. Match cards to these groups as well. Combine the tens groups. Which arrow card can we replace the two tens with Combine the ones groups. Which arrow card can we replace the two twos with Then combine the groups of apparatus to illustrate twenty-four and the arrow cards to label twenty-four. continued 2 I Primary National Strategy Crown copyright 2005

3 b Y2 / 2 4 What number have we d How can you find twenty-three Offer the child Base 10 apparatus and place value cards to help them illustrate the process they use to find twenty-three. If the child cannot extend the process to numbers above twenty, help them to make a link to their success with numbers up to twenty and then choose a range of numbers between twenty and thirty to partition into the tens and ones parts, using place value cards to illustrate the process. Ask the child to choose numbers to partition and. We did something very special today to find s. Can you tell me what we did Crown copyright 2005 Primary National Strategy I 3

4 4b Y2 / Spotlight 1 Does not use to find twelve or thirty-five Opportunity for: reasoning about numbers Handy fingers Time minutes Dice numbered 5 10 Number cards 0 10 (Resource sheet 1) Mirror Key vocabulary plus twice Explain to the child that this activity is going to help them to learn about using their fingers to help them. Ask the child to throw the dice and show the number on their fingers, with five on one hand and the rest of the number on the fingers of the other hand, for example, five on one hand and three on the other. What number sentence are you showing me Repeat until the child is confidently showing and saying a five plus something sentence each time, for example, eight is five plus three. Ask the child to choose a number card and show the number on their fingers with five on one hand. Now can you the number Ask the child to hold their hands up to the mirror so that the number is represented twice. Point out that the five can be seen twice, as can the other number, say three. How many fives can you see What is five How many threes can you see What is three So what is eight Repeat this activity for all the numbers in the pack, removing the mirror when the child thinks they can manage without it. Continue until the child can using only the model of their own fingers and imagining the. How does using your fingers like this help you to Do you think you could practise this at home so that you learn some s by heart 4 I Primary National Strategy Crown copyright 2005

5 Spotlight 2 Does not use to find twelve or thirty-five Opportunity for: making decisions 4b Y2 / Double time Time minutes Number cards 0 10 (Resource sheet 1) Sand timer Key vocabulary add plus Explain to the child that this activity is going to help them to learn about doubling numbers up to ten. Give the child the 5 card. Spread the 1, 2, 3 and 4 cards face down for the child to choose another card at random to add to the 5 card. What is the total of your two cards Give the child the number card that represents their total and lay it on the table with the other two cards, for example: How can you work out the total Support the child in doubling the five and doubling the other number in order to find the total. Repeat with other cards drawn randomly to accompany the 5 card. If the child can recall quickly how to work out s, challenge them to beat their own time against a sand timer, doubling as many numbers as they can before the sand runs through. What do you think you are really good at now What would you like more help with Crown copyright 2005 Primary National Strategy I 5

6 4b Y2 / Spotlight 3 Does not use to find twelve or thirty-five Opportunity for: reasoning about numbers Double time again Time minutes Number cards 0 20 (Resource sheets 1 and 2) Sand timer Key vocabulary the length tower match Explain to the child that this activity is going to help them to learn about doubling numbers up to twenty. Give the child the 10 card. Spread the 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9 cards face down for the child to choose another card at random to add to the 10 card. What is the total of your two cards Give the child the card that represents their total and lay it on the table with the other two cards, for example: How can I work out the total Support the child in doubling the ten and doubling the other number in order to find the total. Repeat with other cards drawn randomly to accompany the 10 card. If the child can recall quickly how to work out s, challenge them to beat their own time against a sand timer, doubling as many numbers as they can before the sand runs through. What do you think you are doing well What could you do better 6 I Primary National Strategy Crown copyright 2005

7 Spotlight 4 Does not use to find twelve or thirty-five Opportunity for: applying mathematics in a real-life context 4b Y2 / Double your money Key vocabulary Time minutes Either objects or picture cards, with items priced from 10p to 50p A collection of coins all denominations up to 1 coin, with a number of coins of each type, except for 50p and 1 coins how much does it cost Explain to the child that this activity is going to help them to numbers up to fifty. Ask the child to select an item. How much does it cost How much would you have to pay for two Encourage the child to select the coins necessary to pay for the item. They can then check their answer to the second question by doubling the coins and counting. Repeat using a different priced item each time. If the child has difficulty with any particular numbers, ask them to explain their method. Are they using 10p coins as part of their strategy Check that they are not counting on in ones, but are also using the five plus a bit strategy by choosing 5p coins. Which numbers are harder for you than others Why do you think that is What do you think is your best method for finding s Crown copyright 2005 Primary National Strategy I 7

8 4b Y2 / Spotlight 5 Does not use to find twelve or thirty-five Opportunity for: explaining and discussing Doubles bingo Time minutes Check: does the child use key vocabulary At least two children Mini whiteboards for each child Two sets of number cards 0 50 (Resource sheets 1, 2, 3 and 4) Bag Today we are going to play a game called Doubles bingo, and this game will help you to get even better at doubling numbers up to fifty. Divide up the number cards so that you have set 1 (all the even numbers from 10 50) face up on the table. The set 2 cards are all the odd numbers from You will use these to call the numbers, so they should be face down in a pile, or in a bag. The players can cooperate in pairs or play against each other. How to play 1. Each player chooses four cards from set 1, and writes these four numbers on their mini whiteboards. 2. Explain that you will call out a number from set 2 and that the players have to that number and see if the answer is one of the numbers which they have written on their whiteboards. If it is, they cross it out. Put the card used to one side. 3. The first player to cross out all their numbers is the winner. 4. Ask the players to check that the numbers have been crossed out correctly. Variations A child can be caller. Extend the numbers to 100. Play a whole-class game with even numbers from one hundred and thirty to one hundred and fifty selected by the children and written on their whiteboards. Call out odd numbers from sixty-five to seventy-five. Learning outcomes By the end of this set of activities, the children should be able to: tackle related learning tasks with increased motivation and confidence; use and understand connected mathematical vocabulary; numbers by into parts for which s are known. 8 I Primary National Strategy Crown copyright 2005